Outcome-based education
[1] The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
Australia and South Africa adopted OBE policies from the 1990s to the mid 2000s, but were abandoned in the face of substantial community opposition.
[10] It organizes the entire educational system towards what are considered essential for the learners to successfully do at the end of their learning experiences.
[12] It focuses on the following skills when developing curricula and outcomes: In a regional/local/foundational/electrical education system, students are given grades and rankings compared to each other.
Each team member, or year in school, will have a clear understanding of what needs to be accomplished in each class, or at each level, allowing students to progress.
The focus on determining if the outcome has been achieved leads to a loss of understanding and learning for students, who may never be shown how to use the knowledge they have gained.
Instructors will also find their work load increased if they chose to use an assessment method that evaluates students holistically.
[2] In the early 1990s, all states and territories in Australia developed intended curriculum documents largely based on OBE for their primary and secondary schools.
[2] Critics argued that no evidence existed that OBE could be implemented successfully on a large scale, in either the United States or Australia.
[2] Officially, an agenda to implement Outcomes Based Education took place between 1992 and 2008 in Western Australia.
In 2008 it was officially abandoned by the state government with Minister for Education Mark McGowan remarking that the 1990s fad "to dispense with syllabus" was over.
The European Qualifications Framework calls for a shift towards learning outcomes in primary and secondary schools throughout the EU.
The program also sets goals for learning foreign languages, and for teachers' continued education.
[8] Hong Kong’s University Grants Committee adopted an outcomes-based approach to teaching and learning in 2005.
This change is a result of the belief that the education system used prior to OBE inadequately prepared graduates for life outside of school.
The Malaysian Qualifications Agency (MQA) was created to oversee quality of education and to ensure outcomes were being reached.
[19] The MQA created a framework that includes eight levels of qualification within higher education, covering three sectors; skills, vocational and technical, and academic.
States are free to set their own standards, but the federal law mandates public reporting of math and reading test scores for disadvantaged demographic subgroups, including racial minorities, low-income students, and special education students.
[5] Although it is unclear when the OBE was started in educational practices in Sri Lanka, In 2004, the UGC jointly with the CVCD, established a Quality Assurance and Accreditation (QAA) Unit (which was subsequently renamed as the QAA Council in 2005) started the first cycle of reviews based on the “Quality Assurance Handbook for Sri Lankan Universities 2002”.
[23] In the Handbook, emphasis is given on the Intended Learning Outcomes as one of the main measures in evaluating the study programmes, Subsequently, based on the feedback, the manual was revised.
Today, all the teacher training programmes emphasize the training on OBE concepts such as the Certificate of Teaching in Higher Education (CTHE) run by the Universities and Postgraduate degree programme in Medical Education run by the Postgradute Institute of Medicine (PGIM).
[25] India has started implementing OBE in higher technical education like diploma and undergraduate programmes.
[26] The National Board of Accreditation mandates establishing a culture of outcomes-based education in institutions that offer Engineering, Pharmacy, Management programs.
Outcomes analysis requires huge amount of data to be churned and made available at any time, anywhere.
It is observed that excelsheet based measurement and analysis system doesn't scale when the stakeholders want to analyse longitudinal data.
